Lesson Assessment of Student Teacher by AT – TE 2
This assessment sheet is for feedback to the Student Teacher by Associate Teachers or peers. At least one
completed feedback form is expected in each week of the TE. It is the responsibility of the Student Teacher
to bring completed forms back to Faculty at the end of the TE. Take a photocopy of this form for Student Teacher
and Associate Teacher use.
Week: 1
2 3 4 5 67
(circle as appropriate)
Student Teacher:
Date:
Subject & Level:
# of Students:
School:
Graduating Teaching Standard/s to be assessed in this lesson (Before the lesson in negotiation with the Student
Teacher, select one or two of the Standards from over the page. The Associate or peer should give a score for the identified standards
on the back of this form. The standards can be reassessed if grading is less than competent.)
Areas of Strength including but not exclusively relating to the
selected GTS/s: Feedback / Comments
Key things to focus on in future:
Areas for Development including but not exclusively relating
to to the selected GTS/s: Feedback / Comments including when
Key things to focus on in future:
the Student Teacher will next be given feedback on their progress on these areas.
Overall assessment of THIS LESSON
Strong
Competent
(please circle one)
Further development required
Overall assessment of Teaching Experience progress for week 1
2 3
Urgent action required
4 5
6 7
(Please circle ranking and
week)
Strong
Competent
Assessor / AT Signature:
Further development required
Student Teacher Signature:
Urgent action required
Focus
S=Strong
C=Competent
Standard 1 – know what to Teach
D=Further Development required
U=Urgent action required
Planning and evaluation demonstrates acquisition of appropriate content knowledge
Selects content with regard to the learners
Engages the learners with the learning intentions and success criteria
S C
F
U
S C
F
U
S C
F
U
S C
F
U
S C
F
U
S C
F
U
S C
F
U
Establishes appropriate links to curriculum documents
Planned learning experiences follow a logical sequence
Identifies gaps in own knowledge and carries out necessary learning to gain the knowledge needed
Standard 2 – know about learners and how they learn
Plans learning experiences appropriate for the learners including those with English as an additional language
Uses a range of appropriate teaching strategies to successfully motivate and involve learners throughout the lesson
Questions are used to promote critical and creative thinking
Plans learning experiences which include collaborative group and peer learning.
Explains classroom practice with reference to learning theories
Learning experiences incorporate time for learners to reflect on and identify their next steps
Shows passion for teaching and learning
Standard 3 – understand how contextual factors influence teaching and learning
Incorporates elements of te reo and tikanga Māori into classroom practices appropriately and accurately
Integrates te ao Māori (the Māori world) into learning experiences
Offers support and assistance to all learners
Explains and justifies selection of learning experiences to take account of learners interests and socio-cultural contexts
Incorporates local knowledge into teaching and learning
Initiates the inclusion of cultural responsive teaching practices.
Standard 4 – use professional knowledge to plan for a safe, high quality teaching & learning environment
Maintains an awareness of all learners whilst working with a group/individual
Uses effective strategies for dealing with off task behaviour
Is seen to have firm, fair and consistent classroom management strategies
Clearly shows they are ―in charge‖ in the classroom
Is respected by the students as a teacher
Engages students immediately from the start of the lesson
Maintains classroom routines throughout
Effectively structures and paces learning experiences to maximise learning
Clearly ends lessons with established procedures for leaving the classroom
Integrates digital technologies into learning experiences
Selects resources that enhance student learning
Facilitates effective student learning through collaborative groups
Standard 5 – use evidence to promote learning
Uses assessment information to plan appropriate learning experiences
Chooses appropriate assessment strategies
Verbal and written feedback to learners is descriptive and aligned to learning focus
Constructs clear success criteria and shares them with learners
Monitors the learning that is occurring during learning experiences
Standard 6 – develop positive relationships with learners and the members of learning communities
Has an effective classroom presence
Makes students aware of impact of their learning and behaviour on others in the class
Develops positive relationships with students that show mutual respect
Relates well to students of all cultures offering support and assistance to all
Relates well to colleagues
Understands that Māori parents, whanau, hapu and iwi have expertise in their own right
Standard 7 – be committed members of the profession
Engages in discussion with AT/VL about teaching decisions and student learning progress
Shows initiative and a desire to improve their performance
Acts professionally all the time
Makes a contribution to staff/department/syndicate meetings